A common outcome of entering post-compulsory education as a mature aged learner appears to be development and growth of the self. However, this is often only viewed as an outcome or considered an added benefit, rather than an integral part of the academic process itself. This paper explores the relationship between academic growth and personal…

Differentiates between education and learning, describes the emergence of nonformal and lifelong education, traces shifts in the conceptual framework of educational development, links learning and development, and discusses current thinking about lifelong learning and development. (JOW)

Historical development of adult education in Croatia can be identified in seven phases: (1) the beginning of the 20th century and the period between the two World Wars; (2) World War II; (3) period from 1945 to the early 1950s; (4) early 1950s to 1965; (5) period between 1965 and 1980; (6) 1980s; and (7) period after the fall of the Berlin…

With the concept of lifelong education as the leading principle in planning and developing educational systems, the author outlines the four areas of adult education in Finland (supplementing general basic education, adult vocational education, developing citizenship, and individual self-development) and the demands placed on the educational…

Text of the opening address at the International Conference on Adult Education and Development (June 1976) by the Honorary President of the International Council for Adult Education. Focus is on the fundamental importance of education as the liberator of man. Topics discussed include adult education and change, and the scope, methods, and…

Reviews self-directed lifelong learning among adults in London from 1558-1640 as nurtured by individuals, organizations, self-improvement publications, and colleges. (EM)

The article describes stages in the development of the municipally owned "workers' institutes" to provide education for adults in Finland and the now more common "civic institutes" with public or private sponsorship. Included are administrative structure, financing, staff, students, facilities, teaching arrangements, subjects…

In Australia, the two principal streams of emancipatory adult education have been focused on the liberal tradition of freedom from traditional social and religious constraints through learning and on having suppressed groups understand and overthrow the conditions of their oppression. Australians appear to be having difficulty coping with the…

The document contains summaries and discussions of six papers presented at a seminar held in Strobl, Austria, in May 1976 to examine recurrent education in Austria. Recurrent education is interpreted as a system which offers both nonwork-related and work-related courses to adults during their working life. The conference dealt with practical…

Volume 3 includes the following: "Comparison of Computer and Audio Teleconferencing" (Norman Coombs); "Intellectual Suppression" [book review] (Roger Boshier). Contents of volume 4 are as follows: "Straight Time and Standard Brand Adult Education" (John Ohliger); "Comparison of Folk High Schools in Denmark, and…

Adult education in the Netherlands is administered under four different branches of government. Formal education or credit-granting courses come under the Ministry of Education and Science. Development of the adult as an individual in his/her social environment falls under the Ministry of Welfare, Health, and Cultural Affairs. Industry training,…

The papers in these proceedings include a number of themes such as enduring and progressive social change, good practice and positive outcomes, and strategies of survival, resistance and subversion. They are: "Achievement, Personal Development, and Positive Outcomes" (Viv Anderson); "Raising Standards" (Paul Armstrong);…